Canal-U

Binyan Xu received her PhD in Mathematics Education at the University of Osnabrueck in Germany. Currently, she is a Professor of Mathematics Education at the East China Normal University. Her research interests focus on the students’ mathematics core competences assessment and collective work with teachers to design mathematical projects to improve students’ engagement in mathematics activities in classroom (Xu & Zhu, 2015; Pepin, Xu, Trouche & Wang, 2017). She is a key member for developing mathematics textbooks and teaching materials in Shanghai (Xu, 2013). Now she is the cochair of Local Organizing Committee of the 14th International Congress on Mathematics Education (ICME 14) in 2020 in Shanghai. Since 2017, she is the EC member of the International Commission of Mathematical Instruction.

 Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257-274

Xu, B., & Zhu, G. (2015). Chinese project-based classroom practices: Promoting students’ engagement in mathematical activities. In L. Fan, N.-Y. Wong, J. Cai & S. Li. How Chinese teach mathematics. Perspectives from insiders (pp. 337-372). World Scientific.

Xu, B. (2013). The development of school mathematics textbooks in China since 1950. ZDM Mathematics Education, 45, 725-736.

Binyan Xu a obtenu son doctorat à l’université d’Osnabrück en Allemagne. Elle est actuellement professeur en éducation mathématique à l’ECNU (East China Normal University). Ses intérêts de recherche portent sur l’évaluation des compétences mathématiques du socle commun, sur le travail collectif des enseignants pour soutenir des projets mathématiques stimulant l’engagement des élèves dans la classe. Elle a une place centrale pour le développement de manuels scolaires et de matériels didactiques à Shanghai. Elle est la co-présidente du comité local d’organisation du 14ème congrès international sur l’éducation mathématique (ICME 14) qui se tiendra en 2020 à Shanghai. Depuis 2017, elle est membre de la Commission Internationale pour l’Enseignement des Mathématiques.

 Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94(3), 257-274

Xu, B., & Zhu, G. (2015). Chinese project-based classroom practices: Promoting students’ engagement in mathematical activities. In L. Fan, N.-Y. Wong, J. Cai & S. Li. How Chinese teach mathematics. Perspectives from insiders (pp. 337-372). World Scientific.

Xu, B. (2013). The development of school mathematics textbooks in China since 1950. ZDM Mathematics Education, 45, 725-736.

Kenneth Ruthven is Emeritus Professor of Education at the University of Cambridge in England and Guest Professor in Mathematics Education at Karlstad University in Sweden and at the University of Agder in Norway. He is an Advisory Editor of the international journals Educational Studies in Mathematics and Research in Mathematics Education as well as a Fellow of the Academy of Social Sciences. His recent research in mathematics education (references below) has examined dialogic teaching approaches, digital curriculum resources, and techno-pedagogical aspects of classroom-based professional expertise. Fuller information about his work is available at http://www.educ.cam.ac.uk/people/staff/ruthven/

Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661.

Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328.

Kenneth Ruthven est professeur émérite en éducation à l’Université de Cambridge en Angleterre, et professeur invité en éducation mathématique à l’Université Karlstad en Suède et à l’Université d’Agder en Norvège. Il fait partie du conseil éditorial des revues internationales Educational Studies in Mathematics et Research in Mathematics Education, et membre de l’Académie des Sciences Sociales. Ses recherches récentes dans le domaine de l’éducation mathématique (voir ci-dessous) portent sur les approches d’enseignement dialogique, sur les ressources curriculaires numériques et sur les aspects techno-pédagogiques de l’expertise professionnelle basées sur la salle de classe. Plus d’information sur la page web http://www.educ.cam.ac.uk/people/staff/ruthven/

Ruthven, K., Mercer, N., Taber, K., Guardia, P., Hofmann, R., Ilie, S., Luthman, S.,&Riga, F. (2017). A research-informed dialogic-teaching approach to early secondary school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. Research Papers in Education, 32(1), 18-40.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: Foundations for change. ZDM, Special Issue on Digital Curricula in Mathematics Education, 49(5), 645-661.

Bozkurt, G. & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328.

Michèle Artigue, after a doctorate in mathematical logics, progressively entered the field of mathematics education. In this field, beyond theoretical contributions on the relationships between epistemology and didactics, didactical engineering, the reproducibility of didactic situations, the instrumental approach, and more recently the networking of theoretical frames, her main research areas have been the teaching and learning of mathematics at university level, and especially the didactics of Calculus and Analysis, and the integration of computer technologies into mathematics education. She is currently Emeritus Professor at the University Paris Diderot – Paris 7. She has had and still has many editorial and scientific responsibilities at national and international level. Especially, after being from 1998 to 2006 Vice-President of the International Commission on Mathematical Instruction (ICMI), she presided the Commission from 2007 to 2009. She has been awarded the Felix Klein Medal by the International Commission on Mathematical Instruction for her life-long research achievement in 2013, and the Luis Santalo Medal by IACME for her support to the development of mathematics education in Latin America in 2015.

 Artigue M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematics Learning, 7, 245-274.

Artigue, M., & Mariotti, M.A. (2014). Networking theoretical frames: the ReMath enterprise. Educational Studies in Mathematics, 85(3), 329-356.

Artigue, M. (2014). Perspectives on Design Research: The Case of Didactical Engineering. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education (pp. 467-496). New York: Springer.

 Michèle Artigue, après un doctorat en logique mathématique, s’est engagée dans le champ de la didactique des mathématiques. Dans ce champ, au-delà de ses contributions théoriques sur les rapports entre épistémologie et didactique, sur l’ingénierie didactique, sur la reproductibilité des situations didactiques et sur l’approche instrumentale, et, plus récemment sur la mise en réseau des cadres théoriques, elle s’intéresse principalement à l’enseignement et l’apprentissage des mathématiques à l’Université, plus particulièrement à la didactique de l’analyse, et à l’intégration des technologies numériques dans ce domaine. Elle est actuellement professeur émérite à l’Université Paris Diderot-Paris 7. Elle a eu de nombreuses responsabilités éditoriales et scientifiques aux niveaux national et international. En particulier elle a été de 1998 à 2006 vice-présidente de l’ICMI (International Commission on Mathematical Instruction), et elle a présidé cette commission de 2007 à 2009. Elle a reçu la médaille Felix Klein de l’ICMI en 2013, pour l’ensemble de son œuvre au service de l’éducation mathématique, et la médaille Luis Santalo de l’IACME en 2015 pour son soutien au développement de l’éducation mathématique en Amérique Latine.

 Artigue M. (2002). Learning mathematics in a CAS environment: the genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematics Learning, 7, 245-274.

Artigue, M., & Mariotti, M.A. (2014). Networking theoretical frames: the ReMath enterprise. Educational Studies in Mathematics, 85(3), 329-356.

Artigue, M. (2014). Perspectives on Design Research: The Case of Didactical Engineering. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to Qualitative Research in Mathematics Education (pp. 467-496). New York: Springer.

Birgit Pepin has taught mathematics in secondary schools in England before starting her PhD in mathematics education: an investigation of mathematics teachers’ work in three countries (England, France, Germany), in particular with respect to their mathematical and pedagogic practices, and the influence of educational and cultural traditions on their work as a mathematics teacher. After finalizing her PhD she worked in UK higher education institutions (Open University, Oxford Brookes University; Manchester University), and later moved to Norway (2009-2014) for her first full professorship, and then to the Netherlands (since 2015). She is now a full professor of mathematics/ STEM education at Eindhoven University of Technology. Her teaching and research focus on mathematics curriculum materials (including digital resources) and their design and use by teachers and students; and teacher pedagogy and professional learning, especially in mathematics and science education in secondary schooling and in higher STEM education.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: foundations for change. ZDM - Mathematics Education, 49(5), 645- 661.

Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM - Mathematics Education, 49(5), 799-812.

Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94 (3), 257-274

Birgit Pepin a enseigné les mathématiques à l’école secondaire en Angleterre avant de commencer des études doctorales en éducation des mathématiques : une étude du travail des enseignants de mathématiques dans trois pays (Angleterre, France, Allemagne), en particulier du point de vue de leurs pratiques mathématiques et pédagogiques, et de l’influence des traditions éducatives et culturelles sur leur travail comme professeurs de mathématiques. Après son doctorat, elle a travaillé dans des institutions d’enseignement supérieur à l’Université (Open University, Oxford Brookes University, Manchester University) et ensuite en Norvège (2009-2014) pour son premier poste de professeur d’Université, et, depuis 2015, aux Pays-Bas. Elle est maintenant professeur d’éducation mathématique et de STEM (Sciences, Technology, Ingénierie et Mathématiques) à l’Université de Technologie d’Eindhoven. Le focus de son enseignement et de sa recherche, ce sont les matériels curriculaires (incluant les ressources numériques), leur conception et leur usage par les enseignants et les étudiants ; et la formation pédagogique et professionnelle des enseignants, en particulier pour l’éducation mathématique et scientifique dans le second degré, et pour l’enseignement STEM à l’Université.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: foundations for change. ZDM - Mathematics Education, 49(5), 645- 661.

Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM - Mathematics Education, 49(5), 799-812.

Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94 (3), 257-274

Verônica Gitirana is associate professor of the Federal University of Pernambuco of Brazil, currently in post-doctoral studies by one year at the IFÉ (Institute Français d’Éducation) of ENS-Lyon in France. She coordinated the Mathematics Assessment of the PNLD – Brazilian Textbook Program of 2018, 2017, 2016. Master’s in mathematics from UFPE, she obtained her doctorate from the Institute of Education of the University of London in 1998. Her research interest are digital resources for teaching mathematics and teacher training, mainly in what concerns: the instrumental orchestration and instrumental meta orchestration, teachers’ documentation, teaching activity, as well as the development.

Verônica Gitirana est professeure associée à l’Université Fédérale de Pernambouc au Brésil, actuellement en séjour de recherche pour un an à l’IFÉ (Institut Français de l’Éducation) de l’ENS de Lyon en France. Elle a Elle a coordonné le PNLD de 2016, 2017, 2018 – Programme Brésilien des Manuels Scolaires. Après un master en mathématiques, elle a obtenu son doctorat en éducation mathématique à l’Université de London en 1998. Ses intérêts de recherche portent sur les ressources numériques pour l’enseignement des mathématiques et pour la formation des enseignants, principalement du point de vue des orchestrations et des meta-orchestrations instrumentales, de la documentation des enseignants, de leur activité et de leur développement professionnel.

Takeshi Miyakawa is an associate professor of the Joetsu University of Education in Japan and actually staying in ENS de Lyon for his oneyear sabbatical leave (2017-2018). He obtained his PhD degree of the didactics of mathematics from the University of Grenoble in 2005. His research interest is twofold: teaching and learning of proof and proving on the one hand (Miyakawa, 2017), and teachers’collective work in different settings including Lesson Study in Japan on the other hand (Miyakawa &Winsløw, 2013; 2017). For both themes, he conducts research within the framework of the Anthropological theory of the didactic and is trying to adopt a comparative perspective between Japan (or East Asian countries) and European countries.

 Miyakawa, T. (2017). Comparative analysis on the nature of proof to be taught in geometry: the cases of French and Japanese lower secondary schools. Educational Studies in Mathematics, 94(1), 37-54.

Miyakawa, T. & Winsløw, C. (2013). Developing mathematics teacher knowledge: the paradidactic infrastructure of "open lesson" in Japan. Journal of Mathematics Teacher Education, 16(3), 185-209.

Miyakawa, T. & Winsløw, C. (2017, Online First). Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of "practice research" in Japan. Journal of Mathematics Teacher Education.

Takeshi Miyakawa est professeur associé à l’Université d’éducation de Joetsu au Japon, actuellement en séjour de recherche pour un an à l’ENS de Lyon. Il a obtenu son doctorat en didactique des mathématiques à l’Université de Grenoble en 2005. Ses intérêts de recherche sont doubles : d’un côté l’enseignement et l’apprentissage de la preuve en mathématiques (Miyakawa, 2017), de l’autre côté le travail collectif des enseignants dans différents dispositifs, en particulier les Lesson Studies au Japon (Miyakawa & Winsløw, 2013; 2017). Pour ces deux domaines, il développe da recherche dans le cadre de l’approche anthropologique du didactique, et essaie d’adopter une perspective comparative entre le Japon (plus largement les pays d’Asie orientale) et les pays européens.

 Miyakawa, T. (2017). Comparative analysis on the nature of proof to be taught in geometry: the cases of French and Japanese lower secondary schools. Educational Studies in Mathematics, 94(1), 37-54.

Miyakawa, T. & Winsløw, C. (2013). Developing mathematics teacher knowledge: the paradidactic infrastructure of "open lesson" in Japan. Journal of Mathematics Teacher Education, 16(3), 185-209.

Miyakawa, T. & Winsløw, C. (2017, Online First). Paradidactic infrastructure for sharing and documenting mathematics teacher knowledge: a case study of "practice research" in Japan. Journal of Mathematics Teacher Education.